USFD Journal of Physical Education Pedagogy & Sports Performance
The USFD Journal of Physical Education Pedagogy and Sports Performance constitutes a peer-reviewed, open-access academic journal committed to the progressive enhancement of research, theory, and practice within the realms of physical education, pedagogy, inclusive movement, and sports performance. Anchored in the Unified System Fitness Design (USFD) framework, this journal offers an interdisciplinary platform for educators, scholars, practitioners, and policymakers who are dedicated to advancing equitable, evidence-based, and learner-centered methodologies in physical activity, fitness, sports, and education. Publisher: LAMPOS PUBLISHING OPC (NBDB Registration No. 8207) Frequency: Twice a Year (June and December) Address: Lessandra Subdivision, Gran Europa, Lumbia, Cagayan de Oro City 9000
Development and Content Validation of a Test for Aerobic Control
Aerobic control, defined as the ability to regulate breathing, heart rate, and exercise intensity during physical activity, remains underrepresented in Physical Education (PE) assessment, where existing tools predominantly measure aerobic capacity and endurance. This study aimed to develop and refine an Aerobic Control Test for college students using a research and development (R&D) design anchored on the ADDIE framework. The process involved expert-informed drafting, content validation, and try-out implementation of the assessment tool. Five experts contributed to the test’s conceptualization, while three validators evaluated its content using a Content Validity Evaluation Form. Results of the item-level Content Validity Index (I-CVI) indicated strong agreement, with most items rated highly valid, and selected components were revised to improve clarity, standardization, and construct alignment. The revised test, named the Lourdes College Aerobic Control Assessment Tool (LC-ACAT), was implemented with 60 college students and facilitated by three implementers. Inter-rater reliability was good to excellent across stages (ICC = 0.750–1.000), with an overall ICC of 0.963. Feedback indicated that the tool was generally practical, clear, and functional, particularly in its structured progression, beat-referenced pacing, and integration of observable and physiological indicators. The LC-ACAT is a three-stage, regulation-based assessment integrating movement continuity, breathing control, pace regulation, and recovery control within a criterion-referenced scoring system. The study concludes that the LC-ACAT is a conceptually grounded and practically applicable tool for assessing aerobic control in PE settings. Further studies may establish its full psychometric properties.
Copyright (c) 2026 Cherry Mar Tutica (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Examining the Relationship of Physical Exercise Peer Support, Physical Activity, and Perceived Instructional Quality with Badminton Playing Skill
In post-pandemic Physical Education (PE) contexts where online and hybrid setups continue, skill development is often challenged by reduced structured physical engagement. These conditions reshape how peer support, daily physical activity, and perceived instructional quality relate to sport-specific skill development, such as badminton playing skill. The study employed a quantitative descriptive–correlational research design and involved 137 students from a public secondary school. Data were collected using validated questionnaires to measure peer support, physical activity levels, and perceived instructional quality, while badminton playing skills were assessed using a structured skill evaluation rubric. Descriptive statistics, including frequency, percentage, mean, and standard deviation, were used to describe the variables, while canonical correlation analysis was utilized to examine the relationships among the predictor and criterion variable sets. Results revealed that students generally demonstrated moderate to high levels of physical exercise peer support, moderate levels of physical activity, good perceived quality of instruction in PE, and approaching proficiency in badminton playing skills. Canonical correlation analysis indicated that physical exercise peer support was not significantly associated with badminton playing skills. Similarly, physical activity showed a weak and non-significant relationship with badminton playing skills. Likewise, perceived instructional quality in PE showed the strongest, but still non-significant, relationship with badminton playing skills. These findings suggest that although students experience moderate physical activity and supportive instructional environments, these factors alone may not be directly associated with badminton skill performance among non-athlete students. The study highlights the importance of sport-specific training opportunities and structured skill-development activities to enhance students’ badminton skills.
Copyright (c) 2026 Ma.Teresa Bontuyan (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Improving Volleyball Setting Accuracy Using Arm Strengthening Exercises and Eye–Hand Coordination Drills
Young Physical Education learners often struggle to perform accurate, consistent sets in volleyball due to limited physical preparation and underdeveloped perceptual–motor coordination. This study investigated the effectiveness of arm strengthening exercises and eye–hand coordination drills in improving the volleyball setting accuracy of Grade 8 students. Using a quasi-experimental non-equivalent pretest–posttest design, participants from a public secondary school in Valencia City, Bukidnon, were assigned to two intervention groups. Group 1 underwent arm-strengthening exercises, while Group 2 engaged in eye–hand coordination drills over an 8-week intervention period, with sessions conducted once a week. A validated volleyball setting accuracy test was used to measure performance before and after the intervention. Descriptive statistics revealed that both groups initially demonstrated very low to low setting accuracy but improved to moderate levels for the arm strengthening group and high levels for the eye–hand coordination group after the interventions. Paired samples t-test results indicated statistically significant differences between pretest and posttest scores in both groups, indicating that both interventions produced meaningful improvements in setting accuracy. Furthermore, analysis of covariance revealed a significant difference in posttest scores between the two groups, indicating that the type of intervention influenced performance outcomes. The eye–hand coordination drills group obtained significantly higher posttest scores, demonstrating greater effectiveness than the arm strengthening group, suggesting that eye–hand coordination drills yield superior gains in setting accuracy. These results underscore the value of integrating eye–hand coordination drills into school-based Physical Education programs and offer evidence-based guidance for designing effective volleyball training strategies.
Copyright (c) 2026 Khryzha March Cagang (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Effectiveness of Closed Kinetic Chain and Core Exercises on Baseball Throwing Distance Among Grade 8 Student-Athletes
This study examined the effectiveness of closed kinetic chain (CKC) and core exercises in improving baseball throwing distance among Grade 8 student-athletes. Using a quasi-experimental two-group pretest–posttest design, two intact class sections (n = 26 each) completed an eight-week intervention during MAPEH classes: one performed CKC exercises (squats, push-ups, lunges) and the other core exercises (planks, sit-ups, Russian twists). Throwing distance was measured with a standardized baseball throw-for-distance test. Data were analyzed using descriptive statistics, paired-samples t-tests, and analysis of covariance (ANCOVA) with pretest scores as the covariate, with rank-based transformation applied to meet assumptions. Both groups improved significantly from pretest to posttest (CKC: t = −6.953, p < .001, d = −1.364; Core: t = −5.278, p < .001, d = −1.035), with the CKC group moving from a “Fair” to a “Good” classification and the core group remaining at “Fair.” The ANCOVA showed no significant between-group difference after adjusting for pretest, F(1,49) = 2.822, p = .099, partial η² = 0.054, indicating that the two programs were comparably effective. The findings support Kinetic Chain Theory and the Core Stability Model and suggest that both low-cost, school-deliverable programs can enhance throwing performance in physical education settings.
Copyright (c) 2026 Ailyn Stephanie Valiente (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Influencing Factors of Free-Throw Shooting Accuracy Among Grade 10 Students
Free-throw shooting is a fundamental basketball skill that reflects not only technical proficiency but also the interaction of psychological, physiological, and anthropometric characteristics of learners. Yet relatively few studies have examined skill-specific technical tasks such as free-throw shooting, particularly among adolescent learners in school physical education settings. This study examined the combined influence of self-efficacy in free-throw shooting, upper-body strength, and body mass index (BMI) on the free-throw accuracy of Grade 10 students. Guided by a descriptive–predictive (correlational) research design, the study involved 146 students selected through systematic random sampling. They completed a free-throw self-efficacy questionnaire, an upper-body strength assessment using a push-up test transformed through the Epley equation, standard BMI computation, and a 20-shot free-throw performance test. Results showed that students exhibited generally moderate self-efficacy, fair upper-body strength, normal but low-leaning BMI values, and fair shooting accuracy. Multiple linear regression analysis revealed that the overall regression model was statistically significant, F(3,142) = 13.244, p < .001, with the three predictors collectively explaining 21.9% of the variance in free-throw shooting accuracy (R² = 0.219). Self-efficacy (β = 0.266) and upper-body strength (β = 0.302) were significant positive predictors, whereas BMI (β = −0.250) was a significant negative predictor. Self-efficacy and upper-body strength significantly and positively predicted free-throw accuracy, whereas BMI demonstrated a significant negative effect. These findings validate the assumptions of Social Cognitive Theory, Kinetic Chain Theory, and Physiological Efficiency Theory by illustrating how psychological readiness, muscular capacity, and body composition collectively shape performance in precision-based sport tasks. Future research should focus on evaluating the impact of integrating psychological skills and training, strength-building exercises, and regular BMI monitoring into physical education programs on students’ basketball performance.
Copyright (c) 2026 Kween Jessa Agustin (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Improving Low-Serve Accuracy in Badminton Using Fine Motor Strengthening with Instructional Video and Proprioceptive Training
The low serve is a fundamental badminton skill that reflects a player’s control, precision, and ability to strategically initiate play. However, inconsistent execution highlights the need for effective training interventions, leading this study to examine the effects of fine motor strengthening exercises with instructional videos and of proprioceptive training exercises on participants’ low-serve accuracy. A quasi-experimental, non-equivalent pretest–posttest active comparator design was employed, involving 60 participants (30 per group). Low-serve accuracy was measured using an adapted badminton service accuracy test focusing on the low serve. Results revealed that participants initially demonstrated a good level of low-serve accuracy; significant within-group improvements were observed in both groups, indicating that each intervention was effective in enhancing performance; and ANCOVA results showed no significant difference between the two groups after controlling for pretest scores, indicating that fine motor strengthening exercises with instructional videos and proprioceptive training exercises were comparably effective in improving posttest performance. These findings suggest that guided instruction and sensorimotor-based training approaches are effective routes to improving low-serve accuracy, and that the choice between them can be guided by available resources. It is recommended that Physical Education practitioners incorporate structured instructional videos and proprioceptive drills alongside skill training to enhance accuracy outcomes. The study supports motor learning and coordination theories and provides practical implications for enhancing skill instruction in Physical Education.
Copyright (c) 2026 Kim Rayan Reyes (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Association of Screen Time-Based Sedentary Behavior, Food Intake Quality, and Physical Activity on Body Mass Index Among Filipino Adolescents
Adolescent overweight and obesity remain global public health concerns, yet limited Philippine evidence exists on the combined influence of screen time-based sedentary behavior, food intake quality, and physical activity on body mass index (BMI). This study examined the association of these behaviors with BMI among Grade 8 students in a public secondary school in Misamis Oriental, Philippines. Guided by Social Cognitive Theory, Ecological Systems Theory, and Energy Balance Theory, the study used a descriptive–correlational design. A total of 246 students aged 13–15 were selected through computer-assisted simple random sampling. Data were collected using validated, contextualized self-report instruments—a Screen Time-Based Sedentary Behavior Survey, a 15-item Food Frequency Questionnaire, and a modified IPAQ–Short Form—together with directly measured height and weight for BMI, and analyzed using descriptive statistics, Pearson product–moment correlation, and multiple regression. Participants showed moderate levels of screen-based sedentary behavior (M = 3.21), food intake quality (M = 3.19), and physical activity, while mean BMI fell within the normal range (M = 19.58), classified using WHO BMI-for-age standards. Correlation and regression analyses indicated that screen time (r = 0.075, p = .239), food intake quality (r = 0.065, p = .306), and physical activity (all p > .05) were not significantly associated with BMI, and together did not significantly predict it, F(6, 239) = 0.888, p = .504. The findings suggest that adolescent weight status in this setting may be shaped by broader physiological, environmental, and socioeconomic factors beyond the measured behaviors, supporting an integrated, multi-factor approach to school health.
Copyright (c) 2026 Mae Bless Nomat (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Development of Manual for Intramural Activity Management
Intramural sports programs play a vital role in fostering student participation, leadership, and holistic development; however, their effectiveness largely depends on how systematically they are planned and managed within schools. This study aimed to design and validate an Intramural Activity Management Manual for three private schools in Cagayan de Oro City. Anchored in Design and Development Research (DDR) and guided by the Analysis, Design, and Development (A–D–D) phases of the ADDIE model, the study focused on developing a structured, context-responsive manual grounded in actual school practices. A purposive sample of four Senior High School Physical Education teachers and sports coordinators, three of whom served dual roles as PE teachers and sports coordinators, and one directly involved in intramural program implementation, participated in the needs analysis, while three expert validators evaluated the developed manual. Data were collected through semi-structured interviews and an expert validation rating scale. Qualitative data were analyzed using thematic analysis, while quantitative data were treated using descriptive statistics. Findings revealed that school intramural sports activity management is shaped by student participation, teacher leadership and supervision, facilities and resource conditions, participation and selection systems, institutional collaboration, and safety and risk management. These contextual dimensions informed the development of the manual’s structure and content. Expert feedback led to revisions that enhanced clarity, organization, usability, and operational completeness, particularly in planning systems, organizational structure, safety compliance, and documentation. The manual was rated from very good to excellent across content quality, practical applicability, organization and clarity, contextual suitability, and overall evaluation. The study concludes that the developed Intramural Activity Management Manual is a structured, practical, and context-responsive resource that can support effective, consistent, and safe implementation of school intramural sports programs.
Copyright (c) 2026 Albritch Mico W. Villamala (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Correlation of Fatigue Severity, Volition in Exercise, and Lifestyle Physical Activity with Movement Competency
Movement competency is essential in physical education (PE) because it reflects students’ capacity to perform movement tasks through the integration of physical, cognitive, and motivational processes. With the expansion of online and blended PE, concerns have emerged about how fatigue, motivation, and daily physical activity relate to students’ movement learning. Anchored in Cognitive Load Theory, Self-Determination Theory, and Dynamic Systems Theory, this study examined the levels of fatigue severity, volition in exercise, lifestyle physical activity, and movement competency, and whether the first three were associated with movement competency, among 390 first-year college students enrolled in PATHFit 1 in an online PE setting in Cagayan de Oro City. Using the Fatigue Severity Scale, the Volition in Exercise Questionnaire, a confirmatory-factor-validated Lifestyle Physical Activity Scale, and the Movement Competency Screen, data were analyzed through descriptive statistics, Pearson’s r (with Spearman’s rho for robustness) at the .05 level using JASP. Participants reported moderate fatigue severity (M = 2.74), often-level lifestyle physical activity (M = 3.64), high exercise volition (M = 3.83), and outstanding movement competency (M = 4.64). A weak but significant negative association was found between fatigue severity and movement competency, r(388) = −.119, p = .018, whereas volition (r = .019, p = .709) and lifestyle physical activity (r = .038, p = .449) showed no significant association. Movement competency scores were strongly concentrated at the upper end of the scale, indicating a ceiling effect that constrains the detection of relationships. The findings suggest that foundational movement competency remained stable despite variation in motivation and lifestyle activity, although fatigue may slightly constrain movement performance. The study underscores the value of fatigue-aware instructional strategies in digitally mediated PE.
Copyright (c) 2026 Althea Venice Magaway (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
The Comparative Effects of Isometric and Isotonic Leg Exercises on Female Students’ Vertical Jump Height in a Physical Education Setting
Vertical jump height is a key indicator of lower-body explosive strength and is essential for performance in sports requiring rapid take-off; however, female adolescents consistently demonstrate lower jump performance than males due to physiological, neuromuscular, and training-related factors. In Philippine public schools, physical education programs commonly rely on low-equipment, bodyweight exercises—particularly isotonic and isometric modalities—yet comparative evidence regarding their effectiveness for improving vertical jump height remains limited. Guided by Hatfield's Strength Continuum Theory and the Stretch–Shortening Cycle model, this quasi-experimental study compared the effects of isotonic and isometric leg exercises on the vertical jump height of Grade 8 female students in a public high school in Misamis Oriental, Philippines. Using a pretest–posttest non-equivalent groups design, 38 participants (19 per group) completed an 8-week intervention consisting of two sessions per week with identical time allotment (40–45 minutes per session) and equivalent training frequency and overall intensity, differing only in the type of muscle contraction performed. The isotonic group engaged in dynamic exercises such as squats, lunges, and leg curls, while the isometric group performed static holds including wall sits, glute bridge holds, and calf raise holds. Vertical jump height was assessed using the Sargent Chalk Jump Test. Descriptive statistics summarized performance profiles, paired-samples t-tests examined within-group changes, and ANCOVA compared posttest outcomes while controlling for baseline differences. Results indicated significant pre-to-post improvements in both the isometric group (t(18) = −6.156, p < .001, Cohen's d = 1.41) and the isotonic group (t(18) = −6.356, p < .001, Cohen's d = 1.46), with large effect sizes in both cases. However, no significant between-group difference was observed after adjustment for baseline scores (F(1,35) = 0.442, p = .511, partial η² = 0.012), indicating that isotonic and isometric exercises were comparably effective when matched for frequency, duration, and training load. These findings support the use of either modality in school-based physical education programs, particularly in low-resource settings.
Copyright (c) 2026 Elbert Jay Bacayana (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Enhancing Badminton Playing Skills Using Agility Training and Reaction-Time Training
Badminton playing skills require the integration of agility, coordination, perceptual-cognitive processing, and precise motor control to execute effective movement and stroke performance. This study investigated the comparative effectiveness of agility training and reaction-time training in enhancing the badminton playing skills of Grade 10 students in a public secondary school. Employing a quasi-experimental pretest–posttest design with two non-equivalent groups, 87 participants completed an eight-week intervention. The agility group performed structured drills (ladder footwork, T-drill, and shadow footwork), while the reaction-time group performed reaction activities (Random Shuttle Drop, Fast-Flick Reaction Drill, and Hand Clap Reaction Game). Performance was assessed using the Lockhart and McPherson Badminton Skill Test and a standardized rubric evaluating footwork and court movement, stroke accuracy, and control. Descriptive results indicated that both groups improved from *Fair* in the pretest to *Very Good *in the posttest. Paired-sample *t*-tests confirmed significant within-group improvements across all skill components. A repeated-measures multivariate analysis confirmed a significant overall within-group improvement for each program. MANCOVA revealed that the agility training group achieved significantly higher posttest scores across all performance components, indicating higher overall effectiveness. Grounded in Dynamic Systems Theory and Information Processing Theory, the findings highlight the roles of movement adaptability and perceptual-cognitive processing in the acquisition of badminton skills. The study provides empirical evidence that agility-focused training yields stronger technical performance outcomes than reaction-time training in school-based badminton programs. These results support the integration of agility-centered modules and combined skill-training approaches within Physical Education curricula and offer a basis for developing scalable, evidence-based badminton instruction in Philippine secondary schools.
Copyright (c) 2026 Methyl Jean Gabijan-Bas (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Improving Ground Ball Fielding Performance Using Visual Anticipation and Hip Strengthening Among Softball Athletes
Developing effective defensive skills is essential in softball, particularly in ground-ball fielding, which requires perceptual awareness, biomechanical stability, and coordinated motor responses. However, few related studies have examined the combined effects of visual anticipation and hip-strengthening exercises on the fielding performance of female softball athletes. This study investigated whether visual anticipation training and hip-strengthening exercises were effective interventions in improving the ground-ball fielding performance of athletes in Jasaan, Misamis Oriental. A quasi-experimental pretest–posttest design was employed, with 70 female softball athletes divided into two groups: the Visual Anticipation Drills group and the Hip Strengthening Exercises group. The study was anchored in Schmidt's (1975) Information Processing Theory and Schmidt and Lee's (2019) Motor Learning Theory, which explain how athletes detect environmental stimuli, select appropriate responses, and acquire motor skills through structured practice. Results showed that both groups significantly improved from pretest to posttest after the eight-week intervention conducted three times per week, with both reaching the Proficient level. The Visual Anticipation Drills group improved significantly (*t*(34) = −5.685, *p* < .001, Cohen's *d* = 0.96), and the Hip Strengthening Exercises group likewise showed significant improvement (*t*(34) = −5.626, *p* < .001, Cohen's *d* = 0.95), both with large effect sizes. ANCOVA results revealed no statistically significant difference between the two training methods (*F*(1,67) = 0.864, *p* = .356, partial η² = .013), indicating that the two interventions were comparably effective. Therefore, coaches and physical education practitioners may incorporate either or both methods into training programs to enhance softball players' defensive skills.
Copyright (c) 2026 Joan Pioquinto (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Improving Perceptual Decision-Making Skill in Volleyball In-Out Situation Using Cognitive-Motor and Spatial Awareness Calibration Training
Perceptual decision-making plays a vital role in volleyball, especially during in–out situations where players must quickly decide whether a ball will land inside or outside the court boundary. This study compared two active perceptual–cognitive training approaches—cognitive–motor inhibition training (CMIT) and spatial awareness calibration training (SACT)—for improving in–out decision accuracy among junior high school students. Using a quasi-experimental, active-comparison pretest–posttest design, 80 Grade 7 students (aged 12–14 years) from a public secondary school in Valencia City, Bukidnon were assigned to two intact groups of 40, with one group receiving CMIT and the other SACT. Both interventions ran for six weeks, with sessions held twice weekly. Decision accuracy was assessed using an observation-based scoring procedure that recorded correct in–out decisions across 18 fixed trials, expressed as a percentage of correct decisions. Data were analyzed using descriptive statistics, paired-samples t-tests, and analysis of covariance (ANCOVA) at the 0.05 significance level. Both groups scored in the moderate range at pretest and the very high range at posttest, and paired-samples t-tests showed significant pretest-to-posttest gains in decision accuracy for each group. Because the study compared two active interventions without a no-treatment control group, these within-group gains cannot be attributed to the interventions alone. After controlling for pretest scores, ANCOVA showed no significant difference between the two interventions; however, a pronounced ceiling effect—most participants reaching the top category at posttest—restricted score variance and the test’s sensitivity to detect a between-group difference, so this result should not be interpreted as evidence that the interventions are equivalent. The findings indicate that both CMIT and SACT were associated with improved in–out decision accuracy, while no firm conclusion can be drawn about their relative effectiveness. The results highlight the value of integrating perceptual–cognitive drills, such as inhibition exercises and spatial awareness training, into school-based volleyball instruction.
Copyright (c) 2026 Raffy Monterola (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Utilizing Perceptual–Motor Integration and Imagery Training in Enhancing Baseball Batting Accuracy
Batting accuracy is a key skill in baseball that depends on perceptual judgment, timing, and coordinated motor skills. However, many athletes find it difficult to make accurate contact with the ball due to the complex perceptual–motor demands of the task. Grounded in the Perceptual-Action Coupling Theory and Psychoneuromuscular Theory, findings suggest that perceptual-motor training enhances batting accuracy. This study investigated the effectiveness of Perceptual–Motor Integration Training (PMIT) and Imagery Training in improving batting accuracy among junior high school student-athletes. The study used a quasi-experimental pretest–posttest design with 70 male Grade 9 baseball players from a school in Misamis Oriental, Philippines, during the 2025–2026 school year. Participants were divided into two groups, each with 35 students. Batting accuracy was assessed with the Home Run Metrics Test. The interventions lasted six weeks, with the PMIT group performed movement-based perceptual–motor drills, while the Imagery Training group practiced progressive muscle relaxation and visualization exercises. Data were analyzed using descriptive statistics, paired-samples t-tests, and ANCOVA. Results indicated that participants’ batting accuracy consistently stayed within the Competent performance level of performance before and after the intervention. However, paired t-test results revealed a significant improvement in the PMIT group with a large effect, while the Imagery Training group showed a significant difference with a moderate effect size. ANCOVA further demonstrated that PMIT was significantly more effective than Imagery Training in enhancing batting accuracy after accounting for pre-test scores. It is also recommended that future researchers examine longer intervention durations, larger sample sizes, and combined effects of perceptual-motor integration and imagery training to further determine their effectiveness in batting accuracy.
Copyright (c) 2026 Michelle Himulatan (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Improving Underhand Serve Accuracy in Volleyball Using Arm Strengthening and Core Stability Exercises
The underhand serve is a fundamental volleyball skill commonly taught in junior high school, yet many learners struggle with consistency and accuracy due to insufficient muscular strength, stability, and coordination. This study examined the effectiveness of arm-strengthening and core-stability exercises in improving underhand serve accuracy. Using a quasi-experimental design, two interventions—arm-strengthening exercises and core-stability routines—were implemented over eight weeks among Grade 9 learners in a public secondary school. Underhand serve accuracy was measured using a modified AAHPER Volleyball Skill Test with reliability-adjusted trial numbers. Descriptive statistics, paired-samples t-tests, and ANCOVA were used for analysis. Results revealed that both groups significantly improved from Developing to Approaching Proficiency levels, with very large effect sizes for both interventions. ANCOVA results indicated no significant difference between the two interventions when controlling for pretest scores, suggesting that both approaches were comparably effective. The findings support Jacobson’s Psychoneuromuscular Theory, as improvements in performance may be attributed to enhanced neuromuscular activation through repetitive conditioning. Similarly, Thelen’s Dynamic Systems Theory is affirmed through the observed development of postural control and coordinated movement resulting from core stability training. One major recommendation is for PE teachers to embed short, structured arm-strengthening and core-stability drills into regular warm-ups to sustainably improve students’ volleyball serving performance.
Copyright (c) 2026 Ivy Pearl Tollo (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Self-Efficacy and Movement Competency: Correlates of Dance Performance
Dance is a key Physical Education (PE) learning area that integrates physical literacy, cultural expression, and socio-emotional development, yet many adolescents experience uneven readiness to perform. This study examined the relationships of self-efficacy in dance and movement competency with dance performance among 110 Grade 7 students in public secondary schools on Camiguin Island, Philippines. Grounded in Social Cognitive Theory and Dynamic Systems Theory, the study determined whether these psychological and motor-related factors are associated with performance outcomes in a PE context. A descriptive–correlational design was employed. Data were collected using a dance-adapted self-efficacy scale, a modified Movement Competency Screen (MCS), and a rubric-based Dance Performance Scale. Because Shapiro–Wilk tests indicated non-normal distributions, Spearman’s rho was used for the correlational analyses, which were based on the 109 students with complete data across all variables. Students generally demonstrated high self-efficacy, fair movement competency, and an approaching-proficiency level of dance performance. Self-efficacy in dance was weakly but significantly associated with dance performance (rs = .226, p = .018), whereas movement competency showed a negligible, non-significant association (rs = −.008, p = .935); the null hypothesis for self-efficacy was rejected and that for movement competency was retained. These results suggest that, in this setting, learners’ confidence beliefs relate to dance performance more than general movement quality does, although the weak magnitude indicates that performance remains a multidimensional, emergent construct shaped by additional technical, expressive, and cognitive factors. The restricted variability of performance scores should be considered when interpreting the magnitude of these relationships. The study recommends re-investigating these variables in the same or other contexts, with greater attention to performance-score variability, for confirmation.
Copyright (c) 2026 FREDERICK GALLA (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Enhancement of Sprint Speed Using Leg and Full-Body Strengthening Exercises Among Muslim Female College Students
This study examined the effectiveness of leg- and full-body-strengthening exercises in improving sprint performance among Muslim female college students at a tertiary school in Pagadian City. An active comparator design of the non-equivalent pretest–posttest design was employed, comparing two intervention groups without a passive control. A total of 160 participants were initially selected, with 72 completing the leg strengthening intervention and 73 completing the full-body strengthening intervention. Sprint speed performance was measured using the USFD 20-meter sprint power test, with speed expressed in meters per second. The interventions were implemented over eight weeks during Physical Education (PE) classes, in accordance with ethical standards and informed consent procedures. Descriptive statistics, paired samples t-test, and analysis of covariance (ANCOVA) were used to analyze the data. Results revealed that participants demonstrated very slow sprint speed performance before the intervention and improved to a moderate level after the intervention. Both the leg-strengthening and full-body-strengthening groups showed statistically significant improvements in sprint speed. However, no significant difference was found between the two interventions, indicating that both were equally effective. These findings support the role of structured and progressive exercise programs in enhancing sprint-related fitness, even among non-athlete populations. The results also align with theoretical perspectives emphasizing kinetic chain coordination and task-specific training in improving movement performance. The study concludes that both leg and full-body strengthening exercises are viable strategies for improving sprint speed performance in PE settings. It highlights the importance of context-sensitive, well-designed interventions for promoting functional fitness outcomes and supports the implementation of inclusive, evidence-based Physical Education programs.
Copyright (c) 2026 Walter Abayon (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Development of a Grade 11 Alternative Classroom-Based Physical Activities Manual for Teachers in Hinterland Schools
Physical Education (PE) in most schools is not limited by its significance, but by space, resources and the facilities available. This study aimed to develop and validate an alternative classroom-based PE instructional manual for Grade 11 students in selected hinterland schools in Bukidnon, Philippines, to address the need for context-responsive and practical PE instruction. Using a developmental research design and the Successive Approximation Model (SAM), the study proceeded through SAM’s three phases—Preparation (context analysis), Iterative Design (expert validation), and Iterative Development (classroom implementation and refinement). Data collection included document analysis, an expert content-validity checklist, a teacher evaluation survey, and classroom observation, with analysis conducted using descriptive statistics and thematic analysis. Findings showed a significant gap between the ideal curriculum, which emphasizes performance-based and competency-driven PE, and the actual classroom context, which is marked by spatial, resource, safety, and management challenges. In response, a context sensitive instructional manual was developed that incorporates space-adaptive, resource-efficient, and safety-focused strategies aligned with DepEd competencies. Expert reviewers rated the manual as Good to Excellent across criteria, praising its feasibility, engagement, and usability, while suggesting improvements in constructive alignment, assessment integration, and cultural relevance. Classroom implementation by the teacher-user indicated that the manual was perceived as clear, engaging, and practical for real-world use, although learning and engagement outcomes were not measured. The study concludes that the developed manual is an expert-validated, feasible, and contextually suited resource for classroom-based Physical Education. Future studies can be conducted to confirm the manual in various school settings to determine its efficiency, flexibility, and long-term effects on student achievement, student engagement and classroom attendance and its relevance to other grades and educational context.
Copyright (c) 2026 Remark Lora (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Exploring Coordination Difficulties in Physical Education: A Case Study of Students in a Hinterland High School
Coordination difficulties involve persistent challenges in organizing and controlling body movements that limit effective participation in physical, academic, and daily school activities. This study examined the coordination difficulties of high school students in a hinterland school in Malaybalay, Bukidnon. The study employed a qualitative case study design. Data were collected using in-depth interviews, key informant interviews, non-participant observation, and material artifacts. Data were analyzed through thematic analysis to identify recurring codes, categories, and themes. Results revealed that students’ experiences were shaped by personal and internal factors and social and external factors. Coordination difficulties affected students by limiting engagement and success in learning activities (e.g., restricting participation in PE and class activities) and increasing academic stress and pressure, as well as disrupting emotional well-being and social adjustment (e.g., triggering negative emotions and facing social exclusion). Students used self-improvement strategies such as increasing practice and seeking pedagogical and social support from others. The study concludes that coordination difficulties go beyond physical performance, affecting students’ emotional well-being, confidence, peer interactions, and academic engagement. It recommends inclusive physical education programs, enhanced teacher training in adaptive instruction, increased parental involvement, and improved school resources for movement-based learning. These findings offer context-specific insights to inform educational policies and interventions for learners in rural and underserved communities.
Copyright (c) 2026 Jim Kim Bacus (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
11th ASEAN Council of Physical Education and Sport (ACPES) International Conference 2025 Conference Proceedings
Mindanao State University – Iligan Institute of Technology (MSU-IIT), through the Department of Physical Education of the College of Education, proudly hosted the 11th ASEAN Council of Physical Education and Sport (ACPES) International Conference on October 1–3, 2025, in Iligan City, Philippines. Anchored on the theme, “Influencing the Future of Sports, Health, and Physical Education: Bridging Science, Technology, and Well-being,” the conference served as a dynamic platform for researchers, educators, practitioners, and policymakers in the fields of sport, physical education, and sport science to engage in meaningful exchange of ideas, innovative research, and practical applications. The conference aimed to foster both national and international collaboration in advancing knowledge, promoting health and well-being, and shaping the future directions of sport and physical education across Southeast Asia and beyond. Through the active participation of diverse stakeholders, the event contributed to strengthening partnerships and encouraging continued dialogue toward the development of more responsive and evidence-based practices in the field.
Copyright (c) 2026 MSU-IIT College of Education (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Development of a Three-Level Instructional Video Set for a Safe Alternative to Traditional Tabata Workouts
College students need safer, progressive methods for Tabata workouts since traditional programs are too intense for some, causing discomfort. This developmental research aimed to design, refine, and evaluate a safe and pedagogically sound three-level modified Tabata instructional video set (adaptive, beginner, and intermediate) tailored for college students with varying fitness levels. Guided by the SAM model, the study followed a systematic process involving analysis of learner needs, prototype development, expert evaluation, iterative revisions, and usability assessment. Three fitness experts from Mindanao provided qualitative feedback using a researcher-developed Instructional Video Evaluation Rubric, while 71 students and 5 PE teachers assessed the final version using the System Usability Scale (SUS). Expert reviewers identified several areas for improvement in the initial prototype, including clarity of presentation, pacing, facial expressiveness, movement synchronization, proper exercise terminology, sequencing, and creative design elements. Guided by this feedback, the instructional video was revised to include accurate technical cues, structured warm-up–main workout–cooldown flow, enhanced instructional clarity, adaptive exercise variations, and refined visual design. Following the revisions, students and teachers rated the final videos as having Very Good to Excellent Usability, indicating strong perceived clarity, ease of use, and user confidence. The study concludes that the modified Tabata instructional video set achieved its goal of providing a safety-oriented, accessible, and engaging HIIT resource suitable for classroom and independent learning settings. Future research may explore experimental testing of fitness outcomes, AI-assisted movement analysis, and the development of an advanced-level Tabata video to complete the progression.
Copyright (c) 2026 Epiphany Marie Guiao (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Effectiveness of Breathing and Flexibility Exercises in Enhancing Aerobic Capacity in Running
Aerobic capacity is a key indicator of physical fitness, yet few studies have examined how breathing and flexibility exercises affect recreational runners in the Philippines. This study examined the effectiveness of structured breathing and flexibility exercises in enhancing aerobic capacity among 139 recreational runners aged 18–25 enrolled in PATHFIT-1. Using a quasi-experimental design, participants were assigned to two experimental groups and completed a 6-week intervention. Aerobic capacity was measured using the Cooper Run Test, and data were analyzed with paired t-tests and ANCOVA. Results showed that both male and female participants demonstrated above-average aerobic capacity before the interventions, which improved to excellent levels after the program, indicating that structured exercise can effectively enhance aerobic capacity in a short period. Both breathing and flexibility exercise groups showed significant increases in aerobic capacity, demonstrating that structured exercise programs enhance performance regardless of exercise type. Compared with flexibility exercises, breathing exercises produced greater improvements, suggesting that targeted respiratory training more directly increases aerobic capacity through enhanced respiratory efficiency, whereas flexibility exercises support it indirectly by improving movement efficiency. Findings support the Multi-Dimensional Model of Dysfunctional Breathing and the Flexibility–Performance Model, revealing that exercises specifically targeting respiratory and movement efficiency enhance aerobic capacity. Based on these findings, structured breathing and flexibility exercises are recommended for regular inclusion in training programs to enhance aerobic capacity. The results can guide physical educators, coaches, and fitness professionals in designing accessible, evidence-based programs and provide directions for future research on long-term effects, diverse populations, and combined interventions to further optimize aerobic capacity.
Copyright (c) 2026 Glean Joy Banaag (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
The Role of Lifestyle Factors on the Dance Performance of Students in an Urban High School
Dance performance integrates technical, creative, and expressive skills; however, the extent to which general lifestyle factors relate to these abilities remains unclear. This study examined the relationships among physical activity, dietary patterns, nutritional status, and dance performance among Grade 9 junior high school students. Employing a descriptive–correlational design, data were collected from 324 students using the Global Physical Activity Questionnaire (GPAQ), a modified 15-item Food Frequency Questionnaire (FFQ), body mass index (BMI) classification, and a five-dimensional dance performance rating scale. Descriptive statistics and Pearson correlation analyses were used to determine levels and associations among the study variables. Results indicated that students were generally moderately active, with active travel contributing most to daily physical activity. Dietary quality was rated as fair, characterized by regular consumption of fruits, vegetables, fish, and breakfast foods, alongside frequent intake of processed, sugary, and high-salt items. Although the mean BMI was within the normal range, nearly half of the participants were classified as underweight. The dance performance was generally proficient, with higher ratings for creativity and synchronization. Correlation analyses revealed very weak associations between physical activity, dietary patterns, BMI, and dance performance, with most coefficients approaching zero. Although a small number of correlations were statistically significant, their negligible magnitudes indicate no practical predictive value. These findings suggest that dance performance is more strongly associated with dance-specific motor learning, coordination, and expressive development than with general lifestyle characteristics. Accordingly, efforts to enhance dance performance may need to prioritize structured, discipline-specific training that develops technical execution, rhythmic precision, coordination, and expressive competence rather than relying on lifestyle factors alone.
Copyright (c) 2026 Ramoel Brave Mondelo (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
The Influence of Warm-Up Routine and Perceived Stress on the Lateral Hip Joint Flexibility of Senior High School Students
Flexibility is an essential component that enhances performance and prevents injury, particularly in movements involving the hips. This study examined the influence of the frequency and consistency of warm-up duration and perceived stress on lateral hip joint flexibility among senior high school students. A descriptive-correlational research design was employed to gather data from 333 Grade 11 students at a private learning institution in Cagayan de Oro City during the first semester of SY 2025–2026. The Self-Reported Warm-Up Routine Profiling Questionnaire, Perceived Stress Scale (PSS-10), and Isosceles Triangle Test were used to measure warm-up behaviors, perceived stress, and lateral hip joint flexibility. Descriptive statistics and multiple linear regression were used to analyze the data. Results showed that participants performed warm-ups at a moderate frequency, were consistent in warm-up duration, and reported a moderate level of perceived stress. Flexibility outcomes were generally outstanding for both male and female students. Regression analysis revealed that consistency of warm-up duration was the only significant predictor of lateral hip joint flexibility, indicating that regularly performing warm-ups with adequate, stable duration contributes more meaningfully to joint mobility than session frequency or stress levels. These findings underscore the importance of structured, time-anchored warm-up routines in promoting flexibility, especially in online learning environments where students perform physical tasks independently. Physical Education teachers may incorporate explicit guidelines for warm-up duration to enhance students’ preparation and safety. Future researchers are encouraged to explore additional behavioral, physiological, or environmental factors that may interact with warm-up duration and stress in shaping flexibility outcomes. Keywords: Warm-Up Routine, Frequency, Consistency of Duration, Perceived Stress, Lateral Hip Joint Flexibility, Senior High School Students, Online Physical Education
Frequency and Consistency of Duration of Warm-ups
Copyright (c) 2026 Christian Lloyd Simbre (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Utilizing Balance and Hand Grip Strength Exercises in Improving Softball Overhand Throwing Accuracy
Accurate overhand throwing in softball is vital for defensive performance and overall game success, yet it is often underemphasized in training programs. This quasi-experimental study investigated the comparative effectiveness of handgrip strength exercises and balance exercises in improving softball throwing accuracy. A total of 120 male college students, aged 18-25 years, enrolled in a softball course were assigned to two intervention groups: one performed handgrip strength exercises, and the other underwent balance exercises. The diamond dispatch challenge test was used to assess throwing accuracy before and after an eight-week intervention. Results showed significant improvement in both groups. The handgrip strength group progressed from developing to exceptional precision, while the balance group improved to high accuracy. Statistical analysis using Analysis of Covariance revealed a significant difference between groups, favoring the handgrip exercises group. This suggests that while both interventions enhance overhand throwing accuracy, handgrip strength training produces greater gains. The findings align with biomechanical principles, emphasizing that the mechanics of ball release, particularly control of the forearm, hand, and fingers, are critical to accuracy. Strengthening these areas directly enhances precision and force regulation during release. Although balance contributes to postural stability, its effect on throwing accuracy is more indirect. These results support the integration of handgrip strength training into softball conditioning programs, with balance exercises included to address stability needs. Future studies may explore combined or extended interventions to further enhance effectiveness.
Copyright (c) 2025 Nasroding Bashier (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
The Speed Boost Comes More from Dynamic Running Drills Than Neuromuscular Training
Improving sprint performance in adolescents is essential for enhancing physical fitness and athletic development in school-based programs. This quasi-experimental study examined the effects of dynamic running drills and neuromuscular training on the 100-meter sprint performance of Grade 10 students. A total of 89 participants were divided into two groups, (dynamic running drills (n=43) and neuromuscular training (n=46), and underwent an eight-week intervention. The study aimed to determine the sprint performance level of each group before and after the interventions, assess within-group improvements, and evaluate whether there was a significant difference between the two interventions. Descriptive analysis revealed that both groups started with fair-level sprint speeds and improved to the good category after the intervention. Paired samples t-tests indicated significant improvements in both the dynamic running drills group and the neuromuscular training group, highlighting the effectiveness of both approaches in enhancing sprint performance. However, Analysis of Covariance results showed a significant difference in posttest scores between the two groups when pretest scores were controlled, favoring the dynamic running drills. These findings support the Specificity Principle and Feasibility Theory, emphasizing that targeted, sprint-specific training yields greater improvements in performance. The results also confirm existing literature advocating for sprint-focused interventions in adolescent fitness programs, suggesting that integrating such methods into school curricula can effectively develop students’ speed and athletic performance.
Copyright (c) 2025 Jenefer B. Paloma (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Editor's Note | Glocal Publication: From International Prestige to Local Relevance
As part of its mission, USFD Philippines is committed to upgrading academic publication capabilities in Physical Education by offering “glocal” avenues for dissemination, combining global standards with local relevance. This mission takes on renewed urgency in light of recent shifts in the academic publishing landscape, particularly in the Philippines. The implementation of CHED Memorandum Order No. 15, Series of 2019 formalizes the requirement for graduate students— both master’s and doctoral—to publish or provide proof of acceptance of their research in refereed journals as a prerequisite for graduation (Quinto, 2022). This policy marks a transformative step in elevating research culture and output in the country, aligning national academic standards with global publishing practices. However, this transformation is not without challenges. Recent studies (Damoco, 2024; Pangket et al., 2023) reveal that many Filipino graduate students feel ill-equipped to meet the demands of publication. They face steep learning curves in academic writing, a lack of institutional support, and significant psychological stress, often navigating the peer-review process alone. Merga et al. (2019) further illuminate the emotional toll of constant rejection and feedback fatigue, calling for more humanized publishing pathways. It is in this context that glocal publication emerges as a compelling response. Glocal publishing acknowledges that not all high- quality research must be published in high-impact international journals to be impactful. As scholars and editors, we must resist the notion that internationalization equates to superiority. Instead, we must empower local scholars to publish where their work matters most—within and for their communities. This inaugural issue of the USFD Journal of Physical Education Pedagogy and Sports Performance represents more than just a compilation of articles; it is a manifestation of our commitment to local empowerment through scholarly excellence. Each con- tribution is the product of rigorous inquiry, mentorship, and the belief that research must be both globally competitive and locally grounded. To assist authors, we also recognize the importance of guided manuscript transformation, particularly in converting theses and dissertations into publishable journal articles. While generative AI may offer linguistic and formatting assistance, we stress that such tools must never replace the researcher’s intellectual responsibility. All article reductions must be human-mediated to ensure the authenticity of findings and research integrity remains intact. As we move forward, we urge fellow educators, institutions, and graduate programs to support the academic publishing journey, not only by requiring it but also by mentoring it. Let this journal be a space where knowledge is not only created but also shared, contextualized, and transformed for the greater good. We dedicate this volume to the next generation of Physical Education researchers—may your voice find both platform and purpose. References Damoco, T. (2024). Philippine graduate students' perspectives on CMO No. 15 Series 2019 as basis for a conceptual model. EATP, 883– 888. https://doi.org/10.53555/kuey.v30i5.2974 Merga, M., Mason, S., & Morris, J. (2019). “The constant rejections hurt”: Skills and personal attributes needed to successfully complete a thesis by publication. Learned Publishing, 32(3), 271–281. https://doi.org/10.1002/leap.1245 Pangket, W., Pangesfan, S., Cayabas, J., & Madjaco, G. (2023). Research writing readiness of graduate students in a Philippine state college. International Journal of Learning, Teaching and Educational Research, 22(4), 141–159. https://doi.org/10.26803/ijlter.22.4.9 Quinto, J. (2022). CMO No. 15, s. 2019: Graduate students, are you ready for this? Journal of International Education, 4, 54-61 https://doi.org/10.31219/osf.io/z4qvn
Copyright (c) 2025 USFD Journal of Physical Education Pedagogy & Sports Performance https://creativecommons.org/licenses/by-nc-sa/4.0
Validation of the USFD 20-Meter Sprint Power Test
Addressing the lack of context-responsive and scalable tools for assessing sprint-specific muscular power in Philippine physical education and athletic settings, this study developed and validated the USFD 20-Meter Sprint Power Test (USFD-20MSPT). Designed as a field-based performance test, it measures average muscular power during sprinting while accounting for individual differences in body mass. It aims to provide a practical, scientifically grounded alternative to traditional vertical jump assessments, particularly where equipment or space limitations exist. The test protocol is based on Newtonian mechanics, estimating power output using sprint time and mass. A multi-phase validation process was implemented. Content validity was determined through expert ratings by ten physical educators, resulting in a high Content Validity Index (CVI = 0.90). Convergent validity was demonstrated by a strong correlation with the Vertical Jump Test (r = 0.789), affirming that both tools measure the same construct. Discriminant validity was supported by a weak, non-significant correlation with the Ruler Drop Test (r = –0.243), indicating that the USFD-20MSPT does not assess unrelated constructs, such as reaction time. Test-retest reliability using rank-transformed data showed excellent stability (r = 0.980), indicating consistency across sessions. The USFD-20MSPT stands as a reliable, accessible tool for PE instruction, fitness monitoring, and athlete development. It is recommended for integration into school-based fitness programs and further validation across broader contexts to establish nationwide normative values that support national adoption.
measurement and evaluation in physical education
Copyright (c) 2025 Jessamie L. Tomopong https://creativecommons.org/licenses/by-nc-sa/4.0
Stronger Legs, Quicker Moves: Why Body Mass Didn't Stand in the Way of Agility
This study investigated the mediating effect of body mass index (BMI) on the relationship between leg power and agility among college students enrolled in Physical Activity Towards Health and Fitness (PATHFit) classes on Camiguin Island. Grounded in the Biomechanical Principles of Force and Momentum, which suggest that greater body mass may hinder acceleration despite muscular force, the research examined whether BMI impairs agility by limiting the influence of muscular power. A total of 165 students aged 18 to 25 participated, with measurements taken for BMI (using World Health Organization standards), leg power (using the Sprint Power Test), and agility (using the Illinois Agility Test). A significant negative correlation was found between leg power and agility; however, no significant mediating effect was observed from BMI. While higher BMI was individually associated with poorer agility and greater leg power—possibly due to increased absolute force from higher body mass—it did not account for the overall power-agility link. These findings highlight the critical role of muscular strength in agility performance and suggest that PE interventions should prioritize leg power development over BMI-based categorization. The study advocates for more inclusive and individualized approaches in physical education programming, particularly in under-resourced academic settings, such as Camiguin Island.
Copyright (c) 2025 Julie Reyna Gracia P. Gaylawan https://creativecommons.org/licenses/by-nc-sa/4.0
Development of Instructor’s Manual for Physical Activity Towards Health and Fitness (PATHFit 2): Exercise-Based Fitness Activities
Creating a well-crafted instructor’s manual is both an art and a strategic response to educational disparities. This study presents the development and evaluation of a contextualized PATHFIT-2 Instructor’s Manual designed to support the effective implementation of Exercise-Based Fitness Activities in rural higher education institutions in the Philippines, particularly in Camiguin Island. Addressing significant challenges such as inadequate facilities, limited access to updated instructional materials, and a lack of inclusive pedagogical strategies, the manual offers a structured, culturally responsive, and adaptable resource aligned with the Commission on Higher Education’s Memorandum Order No. 39, Series of 2021. Grounded in the Technological Pedagogical Content Knowledge (TPCK) framework and Universal Design for Learning (UDL), the manual was designed using the Successive Approximation Model (SAM) and underwent expert validation. The manual features modular content, traditional Filipino games, QR-coded demonstrations, and inclusive assessment tools designed to cater to diverse learners. Evaluation results revealed high ratings in pedagogical design, contextual relevance, and assessment alignment, with recommendations for deeper theoretical integration and the development of reflective practice. This study contributes to sustainable and equitable PE instruction in resource-constrained environments and aligns with the Sustainable Development Goal (SDG). It advocates for capacity-building among educators, improved learner outcomes, and standardized PE delivery through inclusive and context-sensitive instructional design.
Copyright (c) 2025 Alejandro L. Rayon https://creativecommons.org/licenses/by-nc-sa/4.0